Learning through digital media is currently considered as a mixture of methodologies that aim to approach the reality of students to motivate them. Gamification emerges as one of the pedagogical methodologies on the rise in digital classrooms, but is it really practical? What are its effects? A gamification longitudinal case-study experience was carried out in the subject: complements for disciplinary training in technology of the master’s degree of secondary school teachers (technology specialty) that is taught at the Universitat Politecnica de Catalunya, where gamified activities and alternatives to traditional master teaching have been introduced in a progressive way throughout three academic years (2016/17 to 2018/19). The results show that there is a negative correlation between the numerical scores of the different components of the evaluation and the marks obtained in the activities of gamification. It is surprising that the group less involved in the gamification obtained better academic results, although gamification improved the motivation and the valuations of the subject, due to the inclusion of more games in the course. This raises doubts on whether the positive effects of gamification on the climate of the classroom and on motivation are opposed to academic results.

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课堂游戏化是否与表现相反？

通过数字媒体学习目前被认为是一种混合方法，旨在接近学生的现实以激励他们。游戏化是数字教室兴起的一种教学方法，但它真的实用吗？它的作用是什么？在该主题中进行了游戏化纵向案例研究经验：补充在加泰罗尼亚理工大学教授的中学教师硕士学位（技术专业）的技术学科培训，在那里游戏化活动和传统硕士的替代方案在三个学年（2016/17 至 2018/19）以渐进的方式引入教学。结果表明，评估的不同组成部分的数值分数与在游戏化活动中获得的分数之间存在负相关。令人惊讶的是，较少参与游戏化的小组获得了更好的学业成绩，尽管游戏化提高了主题的动机和估值，因为课程中包含了更多的游戏。这引发了对游戏化对课堂气氛和动机的积极影响是否与学术成果相反的怀疑。